Onboarding Nurses in Assisted Living
DOING A BETTER JOB OF ONBOARDING NURSES
Evidence shows that effective onboarding programs for nurses in assisted living organizations improve nurse retention, nurse preparedness for safe and competent practice, and quality of care. Assisted living organizations will find everything they need in this course to implement a top-notch nurse onboarding program.
This online training addresses differences between orientation and onboarding, best practices for onboarding new nurses, and how to implement these in your organization.
Effective onboarding for nurses increases comfort, engagement, belonging, commitment, retention, and more for the new nurse. Assisted living organizations can translate effective onboarding into dollars saved and quality of care provided. For the residents of assisted living and their families, effective onboarding is priceless.
ELEMENTS OF COMPETENCE
This CE activity has been designed to change learner competence and focuses on the American Board of Medical Specialties' areas of interpersonal and communication skills and the Interprofessional and Nursing areas of roles/responsibilities and teams and teamwork.
This workshop is intended for nurses and others with interest in onboarding new nurses within assisted living organizations.
By the end of the presentation learners will be able to:
- Explain the difference between orientation and onboarding.
- List components of effective onboarding programs.
- Describe the importance of effective nurse onboarding in assisted living and how a team approach can improve a new nurse's experience.
- Identify expectations and cite competencies for nurses in assisted living to clarify their roles.
- Select implementation strategies for nurse onboarding that are feasible and relevant to individual organizations.
Barbara J. Bowers, PhD, RN, FAAN, Professor, Associate Dean for Research, University of Madison School of Nursing, and Charlotte Jane and Ralph A. Rodefer Chair
Dr. Bowers’ research focuses on frail, older adults and people with lifelong disabilities, in both community and residential settings. She is interested in how public policies, organizational practices and models of care delivery influence quality of care and quality of work life for caregivers. Her interest in work life quality for workers in long term care systems has led her to examine causes of staff turnover, the relationships among organizational structure, organizational culture, management practices, and care outcomes, and to explore ways to improve the effectiveness of staff development. Her work with informal caregivers at home has led to the development of tools to provide anticipatory guidance and support caregiver decision making.
Professor Bowers is the founding director of the School of Nursing’s Center for Aging Research and Education.
Professor Bowers is an expert in qualitative research methods. She serves on the editorial board of Qualitative Health Research, The Western Journal of Nursing Research and The International Journal of Older People Nursing. She is associate editor (qualitative and mixed methods research manuscripts) for The Gerontologist and oversees Qualitative and Mixed Methods Research Resources in the Institute for Clinical and Translational Research at the University of Wisconsin-Madison.
Kim Nolet, MS, Research Program Manager III, University of Madison, School of Nursing
Kim Nolet’s work is focused on workforce development strategies that support older adult health and well-being. Through research, outreach program development, and professional presentations, she supports long-term care providers’ efforts to improve quality of care. She is the manager of the Geri-Res nurse residency program and research manager for the school’s Center for Aging Research and Education.
Barb Bowers, PhD
Kim Nolet, MS
POLICY ON DISCLOSURE
It is the policy of the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) to identify, mitigate and disclose all relevant financial relationships with ineligible companies* held by the speakers/presenters, authors, planners, and other persons who may influence content of this accredited continuing education (CE). In addition, speakers, presenters and authors must disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation.
For this accredited continuing education activity all relevant financial relationships have been mitigated and detailed disclosures are listed below:
*Ineligible companies are those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on, patients. The ACCME does not consider providers of clinical services directly to patients to be commercial interests.
The University of Wisconsin provides equal opportunities in employment and programming, including Title IX requirements. The University of Wisconsin fully complies with the legal requirements of the ADA and the rules and regulations thereof. If any participant in this educational activity is in need of accommodations, please contact firstname.lastname@example.org.
|In support of improving patient care, the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.|
Credit Designation Statements
American Nurses Credentialing Center (ANCC)
The University of Wisconsin–Madison ICEP designates this enduring material for a maximum of 1.00 ANCC contact hour.
Continuing Education Units (CEUs)
The University of Wisconsin–Madison, as a member of the University Continuing Education Association (UCEA), authorizes this program for .10 continuing education units (CEUs) or 1.00 hour.
- 1.00 ANCC Contact Hours
- 1.00 University of Wisconsin–Madison Continuing Education Hours